P5.
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques and the efficient and appropriate use of technology.
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques and the efficient and appropriate use of technology.
p.7 Types of Homework
· Application of technology skills
p.11
LIBRARY AND MEDIA CENTER
IST has an extensive and rapidly growing library collection with over 17,000 items, including books, CDs, CD-ROMs, videos, and audiocassettes. The library’s catalog system is computerized and can be accessed from school and home.
Students can check out materials during scheduled library classes as well as during recess, lunch, and after school. IST also offers extensive online resources that also can be accessed from school and home. Information on how to use these facilities is available from the school library and the school library webpage provides a helpful FAQ found athttp://www.baglibrary.info/faqs.html.
Parents also are welcome and encouraged to take advantage of the online resources and to check out books for their personal and family use. Parents are limited to ten books with a two-week period of time to return them. Please note that our current CD and video collection is limited to classroom use.
INFORMATION TECHNOLOGY
The integrated information and technology program at IST is essential for assisting students in the process of learning and using information. Students will demonstrate the mastered use of technology to access, process, organize, evaluate, and communicate information in order to answer questions and solve problems. The program fosters students to construct knowledge and new meanings through individual and collaborative disciplined inquiry and to make connections beyond school.
p.13 EXTRA-CURRICULAR ACTIVITIES
· Computer
P.15 HOW DOES THE PYP ORGANISE FOR LEARNING?
Knowledge (the traditional disciplines each encompassing essential content knowledge)
a. Science and Technology
p. 22 Writing
At IST children write with a purpose and for a variety of audiences and have regular opportunities to use technology in shaping their messages.
p.22 Units of Inquiry: Science and Technology, Social Studies, and Personal, Social and Physical Education
Each year each grade level covers six units of inquiry and embedded within these broad organizing themes for learning are the core topic studies associated with Science and Technology, Social Studies and Personal, Social and Physical Education. Where grade appropriate concepts fall beyond the scope of the grade level units of inquiry teachers will provide mini-units to supplement the program. Within the Science and Technology curriculum students at IST inquire into
· Living Things: the study of humans and other animals, plants, and the environment and the interactions between them
· Earth and Space: the study of the planet Earth and its relationship to the universe
· Materials and Matter: the study of origins, properties and uses of natural and human-made solids, liquids and gases
· Forces and Energy: the study of energy, its origins and transfer, and its effects
p.23 Information Literacy
The IST library and technology program is integrated into the instructional program of the school, where library and technology specialists, students, teachers, and parents are partners and collaborators in learning. The library and technology programs are an extension of the classroom that encourages students to be knowledgeable and active participants in the rapidly changing world of technology. The integrated library and technology programs are flexibly and collaboratively scheduled. Students and teachers are able to come to the centers throughout the day to use information and technology sources, to read for pleasure, to meet and work with other students and teachers, and to produce finished products in a variety of mediums. This integration strengthens the teaching/learning process so that students can develop the vital skills necessary to incorporate knowledge, research, skills, and design principles in problem-solving contexts.
The focus of the library program is for students to access information efficiently and effectively, to evaluate information critically and competently, to use it accurately and creatively, and to read for pleasure. The following is a sampling of some of the particular skills learned:
· Classifying information
· Reading a variety of genres and mediums
· Evaluating websites
· Using the OPAC(online public access catalog to retrieve information
· Using reference materials
· Identifying award winning books
· Citing sources
· Sharing books
· Caring for materials.
To accomplish this, a wide range of resources, technologies, and services are made available to meet students’ learning and information needs. Currently the library collection holds more than 17,000 items with a range of fiction, nonfiction and reference sources, as well as having subscriptions to several online databases, making IST Library the largest English language library of any elementary/secondary school in Tianjin.
The aim of information technology instruction at IST is to encourage students to be confident and active users of technology. A wide range of skills and applications are introduced and consolidated throughout the PYP years. As students move through grades K - 5, they experience progression in the complexity of tasks and skills applied. The following list is a sample of the types of knowledge, skills, and applications students will experience during their PYP years:
· Computer systems
· Databases
· Desktop publishing
· File management
· Graphics
· Hypermedia
· Information literacy
· Online forums and communities
· Personal and computer security
· Presentation tools
· Spreadsheets
· Email, networking and telecommunications
At IST there are two fully equipped computer labs for class instruction. Mini-labs adjacent to each elementary classroom cater for individual work and smaller groups. All computers in the school are networked with internet access and are programmed with a wide variety of educational software.
The library and technology programs foster students to construct knowledge and new meanings through individual and collaborative disciplined inquiry and to make connections beyond school. The responsibility for developing information-literate students who are lifelong learners is shared by the entire school community.
p.26 Kindergarten
Kindergarten students have immediate access to their own mini-lab of networked computers but also attend information literacy classes in the computer laboratories and library. These classes are taught in collaboration with the homeroom teacher and the information technology teacher and librarian.
p. 49
The curriculum model above shows the 8 subject areas that are studied in the MYP: English, Humanities, Sciences, Mathematics, Arts (Visual & Performing), a foreign language (Chinese or French), Physical Education, and Technology (Design and Computer).
p.66 N-12 Mathematics Philosophy
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques and the efficient and appropriate use of technology.
Aims:
· ability to utilize technology effectively. Outcomes:
· Select and use appropriate technology to solve problems and communicate understanding.
p.68
MYP Mathematics Assessment Criteria
Criterion A: Knowledge and Understanding Students are expected to demonstrate knowledge and understanding of mathematical concepts. This includes making deductions, using a variety of mathematical representations and using technology.
Criterion C: Communication
Students are expected to communicate using appropriate language and symbols. This included explaining solutions, presenting mathematical information clearly and logically and effective use of technology.
Criterion D: Reflection and Evaluation
Students are expected to reflect on their work and evaluate the significance and reliability of solutions. This includes considering alternative approaches, evaluation of methods and processes and the use of technology.
p.77 N-12 TECHNOLOGY PHILOSOPHY Technology is the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and enhance control over the natural and manmade environment in an endeavor to improve the human condition. These processes can be utilized to solve personal, community and world problems with practical outcomes.
Students learn that technology is a part of their daily lives and how it impacts our world from environmental, social and ethical perspectives. We assist students in understanding the processes behind different technologies and how they help shape our world.
Students are encouraged to use technology products to effectively access, process and communicate information, and to solve problems. Students design solutions that have practical outcomes, which include artifacts, systems and information products. Using the design cycle they make judgments about the process and solutions and suggest ways to improve them. Technology must be accessible to all students. Our students are provided with the opportunities to use different learning styles and encouraged to explore the role of technology in both historical and contemporary contexts. Awareness of technological opportunities and challenges contributes to students’ sense of responsibility as world citizens and the need to respond critically and resourcefully to real-life challenges.
DESIGN TECHNOLOGY develops students’ technological skills and abilities through the application of the Design Cycle to investigate, plan, create and evaluate products using information and materials to develop systems. Students are required to maintain a process journal in which they record the progression of their projects. Hands-on use of Design Technology equipment is accompanied by the development of safe working practices. IB MYP Grade 6 Design and Technology
STRUCTURES
Safety
Forces and Structures
Materials technology
Structural Analysis
Design Briefs and Specifications
Presentation graphics
_ IB MYP Grade 7 Design and Technology
MECHANISMS
Simple machines
Resistant materials technology
Mechanical definitions and formulae
Automata and mechanical toys
Orthographic drawing
P78 INFORMATION TECHNOLOGY encourages students to be confident and active participants in the rapidly changing world of technology. At the core of the program is the Design Cycle which students apply to consider the process of investigation, design, planning, creation and evaluation. This model of learning incorporates knowledge, research, skills and design principles in a problem-solving context. Wherever possible, the skills and ideas taught in Information Technology are integrated with concepts studied in other subject areas to provide the students with a holistic approach to learning.
At IST, a wide range of skills and applications are introduced and consolidated throughout the MYP years. As students move through years 1 – 5, they experience progression in the complexity of tasks and skills applied. IB MYP Grade 6 - 10 Computer Technology
Computer systems
Databases
Desktop publishing
Email, networking and telecommunications
File management
Graphics
Hypermedia
Information literacy
Online forums and communities
Personal and computer security
Podcasting
Presentation tools
Spreadsheets TECHNOLOGY ASSESSMENT CRITERIA
Criterion A : Investigate
Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate design specifications.
Criterion B: Design
Students are expected to generate feasible designs that meet the design specification and to evaluate these against the design specification.
Criterion C: Plan
Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and makes effective use of time and resources.
Criterion D: Create
Students are expected create a product/solution and to document the process of creating a product using appropriate media.
Criterion E: Evaluate
Students are expected to evaluate the product/solution against the design specification. They are expected to explain how the product/solution could be improved as a result of the evaluation. Students are expected to evaluate their on performance at each stage of the design cycle.
Criterion F: Attitudes in technology
Assessment of student performance and attitude focuses on:
personal engagement, motivation,
independence and general attitude
attitudes towards safety, cooperation and
respect for others.
P5.
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques and the efficient and appropriate use of technology.
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques and the efficient and appropriate use of technology.
p.7
Types of Homework
· Application of technology skills
p.11
LIBRARY AND MEDIA CENTER
IST has an extensive and rapidly growing library collection with over 17,000 items, including books, CDs, CD-ROMs, videos, and audiocassettes. The library’s catalog system is computerized and can be accessed from school and home.
Students can check out materials during scheduled library classes as well as during recess, lunch, and after school. IST also offers extensive online resources that also can be accessed from school and home. Information on how to use these facilities is available from the school library and the school library webpage provides a helpful FAQ found athttp://www.baglibrary.info/faqs.html.
Parents also are welcome and encouraged to take advantage of the online resources and to check out books for their personal and family use. Parents are limited to ten books with a two-week period of time to return them. Please note that our current CD and video collection is limited to classroom use.
INFORMATION TECHNOLOGY
The integrated information and technology program at IST is essential for assisting students in the process of learning and using information. Students will demonstrate the mastered use of technology to access, process, organize, evaluate, and communicate information in order to answer questions and solve problems. The program fosters students to construct knowledge and new meanings through individual and collaborative disciplined inquiry and to make connections beyond school.
p.13
EXTRA-CURRICULAR ACTIVITIES
· Computer
P.15
HOW DOES THE PYP ORGANISE FOR LEARNING?
Knowledge (the traditional disciplines each encompassing essential content knowledge)
a. Science and Technology
p. 22
Writing
At IST children write with a purpose and for a variety of audiences and have regular opportunities to use technology in shaping their messages.
p.22
Units of Inquiry: Science and Technology, Social Studies, and Personal, Social and
Physical Education
Each year each grade level covers six units of inquiry and embedded within these broad organizing themes for learning are the core topic studies associated with Science and Technology, Social Studies and Personal, Social and Physical Education. Where grade appropriate concepts fall beyond the scope of the grade level units of inquiry teachers will provide mini-units to supplement the program. Within the Science and Technology curriculum students at IST inquire into
· Living Things: the study of humans and other animals, plants, and the environment and the interactions between them
· Earth and Space: the study of the planet Earth and its relationship to the universe
· Materials and Matter: the study of origins, properties and uses of natural and human-made solids, liquids and gases
· Forces and Energy: the study of energy, its origins and transfer, and its effects
p.23
Information Literacy
The IST library and technology program is integrated into the instructional program of the school, where library and technology specialists, students, teachers, and parents are partners and collaborators in learning. The library and technology programs are an extension of the classroom that encourages students to be knowledgeable and active participants in the rapidly changing world of technology. The integrated library and technology programs are flexibly and collaboratively scheduled. Students and teachers are able to come to the centers throughout the day to use information and technology sources, to read for pleasure, to meet and work with other students and teachers, and to produce finished products in a variety of mediums. This integration strengthens the teaching/learning process so that students can develop the vital skills necessary to incorporate knowledge, research, skills, and design principles in problem-solving contexts.
The focus of the library program is for students to access information efficiently and effectively, to evaluate information critically and competently, to use it accurately and creatively, and to read for pleasure. The following is a sampling of some of the particular skills learned:
· Classifying information
· Reading a variety of genres and mediums
· Evaluating websites
· Using the OPAC(online public access catalog to retrieve information
· Using reference materials
· Identifying award winning books
· Citing sources
· Sharing books
· Caring for materials.
To accomplish this, a wide range of resources, technologies, and services are made available to meet students’ learning and information needs. Currently the library collection holds more than 17,000 items with a range of fiction, nonfiction and reference sources, as well as having subscriptions to several online databases, making IST Library the largest English language library of any elementary/secondary school in Tianjin.
The aim of information technology instruction at IST is to encourage students to be confident and active users of technology. A wide range of skills and applications are introduced and consolidated throughout the PYP years. As students move through grades K - 5, they experience progression in the complexity of tasks and skills applied. The following list is a sample of the types of knowledge, skills, and applications students will experience during their PYP years:
· Computer systems
· Databases
· Desktop publishing
· File management
· Graphics
· Hypermedia
· Information literacy
· Online forums and communities
· Personal and computer security
· Presentation tools
· Spreadsheets
· Email, networking and telecommunications
At IST there are two fully equipped computer labs for class instruction. Mini-labs adjacent to each elementary classroom cater for individual work and smaller groups. All computers in the school are networked with internet access and are programmed with a wide variety of educational software.
The library and technology programs foster students to construct knowledge and new meanings through individual and collaborative disciplined inquiry and to make connections beyond school. The responsibility for developing information-literate students who are lifelong learners is shared by the entire school community.
p.26
Kindergarten
Kindergarten students have immediate access to their own mini-lab of networked computers but also attend information literacy classes in the computer laboratories and library. These classes are taught in collaboration with the homeroom teacher and the information technology teacher and librarian.
p.29, Grade 1, ditto
p.32, Grade 2, ditto
p.35, Grade 3,ditto
p.38, Grade 4, ditto
p.42, Grade 5, ditto
p.48
IST Diploma
Technology 1 unit
p. 49
The curriculum model above shows the 8 subject areas that are studied in the MYP: English, Humanities, Sciences, Mathematics, Arts (Visual & Performing), a foreign language (Chinese or French), Physical Education, and Technology (Design and Computer).
p.66
N-12 Mathematics Philosophy
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques and the efficient and appropriate use of technology.
Aims:
· ability to utilize technology effectively.
Outcomes:
· Select and use appropriate technology to solve problems and communicate understanding.
p.68
MYP Mathematics Assessment Criteria
Criterion A: Knowledge and Understanding Students are expected to demonstrate knowledge and understanding of mathematical concepts. This includes making deductions, using a variety of mathematical representations and using technology.
Criterion C: Communication
Students are expected to communicate using appropriate language and symbols. This included explaining solutions, presenting mathematical information clearly and logically and effective use of technology.
Criterion D: Reflection and Evaluation
Students are expected to reflect on their work and evaluate the significance and reliability of solutions. This includes considering alternative approaches, evaluation of methods and processes and the use of technology.
p.77
N-12 TECHNOLOGY PHILOSOPHY
Technology is the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and enhance control over the natural and manmade environment in an endeavor to improve the human condition. These processes can be utilized to solve personal, community and world problems with practical outcomes.
Students learn that technology is a part of their daily lives and how it impacts our world from environmental, social and ethical perspectives. We assist students in understanding the processes behind different technologies and how they help shape our world.
Students are encouraged to use technology products to effectively access, process and communicate information, and to solve problems. Students design solutions that have practical outcomes, which include artifacts, systems and information products. Using the design cycle they make judgments about the process and solutions and suggest ways to improve them.
Technology must be accessible to all students. Our students are provided with the opportunities to use different learning styles and encouraged to explore the role of technology in both historical and contemporary contexts. Awareness of technological opportunities and challenges contributes to students’ sense of responsibility as world citizens and the need to respond critically and resourcefully to real-life challenges.
DESIGN TECHNOLOGY develops students’ technological skills and abilities through the application of the Design Cycle to investigate, plan, create and evaluate products using information and materials to develop systems. Students are required to maintain a process journal in which they record the progression of their projects. Hands-on use of Design Technology equipment is accompanied by the development of safe working practices.
IB MYP Grade 6
Design and Technology
STRUCTURES
Safety
Forces and Structures
Materials technology
Structural Analysis
Design Briefs and Specifications
Presentation graphics
_
IB MYP Grade 7
Design and Technology
MECHANISMS
Simple machines
Resistant materials technology
Mechanical definitions and formulae
Automata and mechanical toys
Orthographic drawing
IB MYP Grade 8
Design and Technology
MANUFACTURING 1
Production methods and processes
Materials selection
Thermal polymer forming
Computer Aided Drafting
Computer Aided Modeling
CNC Milling
Electric circuits
Presentation graphics
_
IB MYP Grade 9
Design and Technology
MANUFACTURING 2
Production methods and processes
Materials selection
Thermal polymer forming
Computer Aided Drafting
Computer Aided Modeling
CNC Milling
Electronic components
_
IB MYP Grade 10
Design and Technology
ELECTRONICS
Block Diagrams
Components
Prototype circuits
Printed Circuit Boards
Electronics schematics
Micro controller programming
P78
INFORMATION TECHNOLOGY encourages students to be confident and active participants in the rapidly changing world of technology. At the core of the program is the Design Cycle which students apply to consider the process of investigation, design, planning, creation and evaluation. This model of learning incorporates knowledge, research, skills and design principles in a problem-solving context. Wherever possible, the skills and ideas taught in Information Technology are integrated with concepts studied in other subject areas to provide the students with a holistic approach to learning.
At IST, a wide range of skills and applications are introduced and consolidated throughout the MYP years. As students move through years 1 – 5, they experience progression in the complexity of tasks and skills applied.
IB MYP Grade 6 - 10
Computer Technology
Computer systems
Databases
Desktop publishing
Email, networking and telecommunications
File management
Graphics
Hypermedia
Information literacy
Online forums and communities
Personal and computer security
Podcasting
Presentation tools
Spreadsheets
TECHNOLOGY ASSESSMENT CRITERIA
Criterion A : Investigate
Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate design specifications.
Criterion B: Design
Students are expected to generate feasible designs that meet the design specification and to evaluate these against the design specification.
Criterion C: Plan
Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and makes effective use of time and resources.
Criterion D: Create
Students are expected create a product/solution and to document the process of creating a product using appropriate media.
Criterion E: Evaluate
Students are expected to evaluate the product/solution against the design specification. They are expected to explain how the product/solution could be improved as a result of the evaluation. Students are expected to evaluate their on performance at each stage of the design cycle.
Criterion F: Attitudes in technology
Assessment of student performance and attitude focuses on:
personal engagement, motivation,
independence and general attitude
attitudes towards safety, cooperation and
respect for others.